Literaturnachweis - Detailanzeige
| Autor/inn/en | DeVille, Nicole V.; De Leon, Matthew R.; Runnerstrom, Miryha G. |
|---|---|
| Titel | A Pilot Program to Address First-Generation and Low-Income (FGLI) Student Needs |
| Quelle | In: Journal on Excellence in College Teaching, 32 (2021) 2, S.23-52 (30 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-4800 |
| Schlagwörter | First Generation College Students; Low Income Students; Student Needs; At Risk Students; Mentors; Pilot Projects; Undergraduate Students; Evidence Based Practice; Public Health; Academic Support Services; Seminars; Graduate Study; Peer Relationship; Barriers; Social Support Groups; Wellness; Career Exploration; Program Evaluation; Program Effectiveness; Skill Development; Career Readiness; Emotional Intelligence; Job Skills; Student Attitudes; California (Irvine) Pilot project; Modellversuch; Pilotprojekt; Gesundheitswesen; Seminar; Aufbaustudium; Graduiertenstudium; Hauptstudium; Peer-Beziehungen; Social support; Soziale Unterstützung; Well being; Well-being; Wohlbefinden; Berufserkundung; Programme evaluation; Programmevaluation; Kompetenzentwicklung; Qualifikationsentwicklung; Emotionale Intelligenz; Produktive Fertigkeit; Schülerverhalten |
| Abstract | This article describes a pilot program that employed evidence-based strategies to increase first-generation and low-income (FGLI) student engagement. Over two quarters, the instructors offered three resources allowing students to engage at different levels: panel presentations, themed discussions, and a peer mentor program. Students requested additional support in navigation of the Public Health major, professional development, and graduate school preparation. Subsequently, the instructors designed a year-long seminar that integrated successful aspects of previous programming with additional areas of interest to FGLI students. Evaluation results indicate variations in student-reported utility of program elements. The authors propose a formalized framework for assessing short-term and long-term student outcomes. (As Provided). |
| Anmerkungen | Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://celt.miamioh.edu/ject/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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